The academic job market is famously difficult to navigate. Ironically, the decrease in job opportunities has prompted an increase in the number of materials required by each application—cover letters, CVs, recommendations, dissertation abstracts, research statements, teaching statements, diversity statements—all of which must be customized for each institution to which a candidate is applying. Yet, in spite of these challenges, there are still job openings each year and there are still success stories of people being hired for these positions. While no longer a guarantee, the only way to attain a full-time position in academia is to apply for one.
It is no secret that over the years, the number of PhD graduates and the number of available permanent academic jobs has been inversely disproportionate. Wendler et al.’s 2010 study revealed that a little under 50% of US PhD graduates found academic jobs, most of which are unlikely to be full-time positions, and majority of which go to graduates of more prestigious universities. Yet these numbers rise dramatically once one looks outside the hallowed walls of the North American university.
Classroom spaces and working environments speak volumes about how institutions conceive of teaching, learning and research, and whether they invest in collaboration. In many ways, institutions remain fixated on the front of the classroom, on the teacher as the “sage on the stage” rather than having faculty experts serve as “guides on the side,” “advanced organizers,” and “resources” for helping students foster their own learning. Individual offices silo faculty from one another, while graduate student and adjunct offices often offer fewer desks than bodies that use them. This long-held standard is changing somewhat, but slowly.
This session will be an extension of the discussions during the Let's Work Together: Collaboration and Pedagogy roundtables at the 2017 NeMLA Convention in Baltimore. The goals of this session are to further discourse about the ways in which collaboration can be fostered and implemented at the administrative and curricular level, as well as how individual contributors to the university culture—faculty and students of all levels—can incorporate and emphasize collaboration.
Second Call for Papers and Panel Proposals for the 2017 International Yeats Society Conference
October 20-22, 2017
New York City
Hosted and sponsored by:
The New School University * Fordham University * New York University/Glucksman Ireland House * Williams College
The conference includes keynote addresses by Maureen Murphy (Professor Emerita, Hofstra University), and Christopher Cahill (Director, American Irish Historical Society and Director, McCabe Fellowship Exchange Program, John Jay College of Criminal Justice), as well as a reading by the Irish poet Joan McBreen.
Recent populist movements in the U.S., U.K., and around the globe suggest that the practices and theories surrounding dissent and civil disobedience are now more relevant than ever. With the Women’s March reaching nearly five million people world-wide, sparking protests not only across the United States, but in Europe, Asia, Africa, North and South America, Australia, and even Antarctica, it is clear that the praxis of protest will be a hallmark of this period in the twenty-first century.
One-Day Symposium. The Open University, Camden, London. Friday 20th October 2017
In the last decade an emerging generation of writers from Malaysia and Singapore has achieved international recognition, pioneering new global English fiction and embarking on more confident imaginative journeys across South East Asia. This one-day symposium, a collaboration between the Open University and the University of Exeter, seeks to remap global English fiction (dominated by neighbouring South Asia) and draw fresh attention to the dynamic colonial literary cultures and postcolonial, globalising futures of Malaysian and Singaporean Anglophone writing.
Call for Papers
Space for Fashion Thinking & Practice: Review, Reflect, Revise
An Interdisciplinary Fashion Research Network Symposium & Exhibition
Friday 8th September 2017 - Coventry University London
Venue: Coventry University London, University House, 109-117 Middlesex Street, London, E1 7JF
Over a quarter of a century ago, Linda Williams’ groundbreaking “Film Bodies: Gender, Genre, and Excess” was published in Film Quarterly. Her seminal article not only brought together distinct areas of film studies (genre criticism, spectatorial response, taste cultures, gender and sexuality, emotion and sensation in cinema) that are still highly relevant today, but also theoretical frameworks that have traditionally been kept separate. Although grounded in a psychoanalytic model for understanding structures of desire, fantasy, and identification, Williams’ essay at the same time marked a turning point towards a corpus of scholarship that is more attuned to and engaged with the embodied film-viewing experience.
e-Learning and Innovative Pedagogies Research Network: a conference and journal founded in 2006, exploring the affordances for innovative and transformative forms of learning offered by the new information and communications technologies. Topics include: e-learning, higher education, distance education, teaching and learning, interdisciplinary studies, pedagogy, online learning, curriculum, multidisciplinary studies, media, software, globalization, knowledge society, computer software and applications, information technology
Visit our website for more information: http://ubi-learn.com/2018-conference/call-for-papers